بررسی الگوهای شناسایی استعداد در روان‌شناسی و علوم تربیتی

محورهای موضوعی : تربیتی

علی قاسم زاده ¹ (دانشجوی دکتری، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران)
محمدرضا عابدی ² (استاد، گروه مشاوره، دانشکدۀ علوم تربیتی و روانشناسی دانشگاه اصفهان. اصفهان، ایران)
پریسا نیلفروشان ³ (استادیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران)

تاریخ دریافت : 1398/01/18 تاریخ پذیرش : 1398/04/11 تاریخ انتشار : 1401/03/01

کلید واژه: استعدادبرتر, استعداد, الگوی شناسایی,

چکیده مقاله :

در این پژوهش که یک پژوهش کیفی محسوب می شود، با استفاده از روش تحلیل محتوای تلخیصی الگوها و روش های شناسایی استعداد در متون روان شناسی و علوم تربیتی مورد رصد و بررسی قرار گرفت. برای این کار ابتدا با مراجعه به متون، مطالب و مضامین مرتبط با چگونگی شناسایی استعداد یاداشت‌برداری شد. سپس اطلاعات به دست آمده کد گذاری و طبقه بندی شد. یافته های پژوهش در چهار طبقۀ اصلی، الگوهای شناسایی، مراحل کلی شناسایی، منابع شناسایی و روش ها و تکنیک های شناسایی قرار گرفت. نتایج این پژوهش نشان داد در منابع روان شناسی و علوم تربیتی در حال حاضر سیزده الگوی رایج برای شناسایی استعداد وجود دارد که همۀ آن ها، با وجود تفاوت هایی که با هم دارند، در فرایند شناسایی خود از پنج مرحلۀ کلی؛ غربالگری، گردآوری شواهد، جایگذاری، ترمیم و تمایز تبعیت می کنند. این الگوها در مجموع با بهره‌گیری از پنج منبع متفاوت؛ والدین، معلمان، همسالان، خود فرد و متخصصان و همچنین استفاده از پانزده روش و تکنیک مشخص، نسبت به شناسایی استعدادها اقدام می کنند.

چکیده انگلیسی:

In this qualitative research, using summative content analysis are explored patterns and methods for identifying aptitude in psychological and educational literacies. To do this, firstly took notes by referring to texts, materials, and topics related to how to recognize aptitudes. Then, the collected data was coded and stratified. The research findings arrange into four main categories: identification patterns, general identification steps, identification sources, and identification methods and techniques. The result findings showed that thirteen popular patterns in psychological and educational resources are fund for the description of aptitude. All of which, despite their differences, follow five general steps through their identification processes, including screening, collecting evidence, placement, mending, and differentiating. By using whole five different resources Such as Parents, Teachers, Peers, Individuals, and Specialists, and also fifteen methods and techniques, These patterns take action to recognize aptitude.

منابع و مأخذ:

Abedi, M. Yousefi, Z, Qasemzadeh, A. (2011). Preparation and evaluation of the validity and reliability of Shahab tests. Report of the research plan approved by the Isfahan Elites Foundation.

Anderson, (2000).Gifted and Talented students meeting their needs in Newzealand schools, wellington; Newzealand.

Clark,B.(1997).Growing up gifted: Developing the potential of                children at home and at school(5^th ed.). Upper Saddle River, NJ:Merrill/Prentice Hall.

Coleman, M. R.(2003).The identification of students who gifted. East Lansing. MI: National Center for Research on Teacher Learning.

Feldhusen, John.F.(1994).Talent Identfication and Development in Education (TIDE).Journal, Gifted Education International 1994, vol 10, pp 10-15.

Franklin, Rok. , (2009). A case study of a three year pliot program on one district attempt to increase the gifted identification of diverse eiemantary school students by having a talent development program. A dissertation for the degree of dector of philosophy at Virginia commonwealth university.

Gacobs. I. C.(1971). Effctiveness of Teacher and parent identification of Gifted children as a function of school level. Pyschoology in the schools, No2 (1971), 1 a o- 1 ae .

Gagne, f. (1995). From giftedness to talent; A developmental model and its impact on the language of the field. Recoper Review, 18(2),103-112.

Gagne, f. (2004). Transforming gifts in to talents; the DMGT as e developmental theory .High Ability Studies, v15n2p119-147,Taylor & Francis Group Journals.

Gallagher, J. (1989). Education of intelligent children, translated by Mehdi Zadeh and Rezvani, Mashhad: Astan-e-Quds-Razavi Publications.

Iman, N. Noushadi, M. (2011). Qualitative content analysis.  Pazhuhesh, Vol.3. No.2, Fall & Winter 2011-12 .

Kerr,B.,Hallowel,K.,&Schroeder-Davis.(1991).A handbook for counseling the gifted and talented.USA: American Association for Counseling and Development.

Krishna, tn and scullion, Hugh (2017). Talent management and  dynamic             view of talent in small and medium enterprises. Journal, Human Resource Management Review, Volume 7, sssue3, September 2017, pages a 31-441.

La, Huaya; Ge., Yong; Zhu, Hengshu; Xiong, Hongke and Zhao. (2017). Propecting thecareer Development of Talents: A survival Analysis perspective. KDD.        August 13-17, 2017, Halifax, Ns, Canada.

Makarem Shirazi, n.et all. (2008). Sample Interpretation, Volume 25. Tehran: Dar-Alkotob Al-Islamiah Publications.

Marinovica, ivanand povel, Paul (2017). Competition for talent under performance manipulation. Journal of Accounting and Economics,     volum, a , issuel August 2017, pages 1-14

McAlpine,D.(1996).”The Identification of Children with Special Abilities”. In D. McAlpine and R. Moltzen(eds), Gifted and Talented: NewZealand Perspectives (pp.63-90). Palmerston North: Massey University E.R.D.C. Press.   

 

 

 

Naeiji, M. (2008). Nafs Shafa (translation and description of Ibn Sina's Shafa’s Book). Qom: Imam Khomeini Educational-Research Institute.

Piirto . j (2007). Talented children and Adults: Their Development and Education.                             Avilable at: http://works. Bepress.com/Jane-Piirto/219.

Renzulli, Josephs (2010). The role of teacher in the development of talent. Issn 1575- 0965. Revista Electronica Interuniversitaria de formacion del profesorad, 13 (1), 33-

Roedell . w. c. Jackson, N. E. and Robinson, H. B. (1980).Gifted young children. New yorks; teachers collegepress.

Rohr, j. c. (1995). Primary teachr conceptions of giftedness: Image , evidence and nonevidence. Journal for the education of the gifted, 18 (3), 269-283.

Rotigle. J. v. (2003). Understanding the yong gifted child. Guidelines for              parents, families and education Erly childhood education journal.         30 , No 209-214.

Sheikh Saduq. (1413 AH).Man la yazaroh  Al-Faghih. 4 volume. Qom: Islamic Publishing Institute.

Shokohi Iekta, M, Parand, A.(2012). Psychology and gifted education. Tehran: Teymourzadeh Publications.

Sterenberg,R.J.(2008).Schools shoud nurture wisdom. In B,Z. Presseisen(ED),Teaching for intelligence(pp.6-88).Thousand oaks, CA: corwin. 2nd ed

Sternberg, Robersj.(2010).Assessment of gifted students foridentification             purposes: New techniques for a new millennium Journal of Learning and individual Differences, volume 20 , issue a, August 2010 , pages 327-

Tannenbaum, A.J.(1986) The enrichment matrix model. In J. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented(pp. 391-429).

Treffinger,D.J.(1998).From gifted education to programming for talent development.Phi Deita Kappan,79(10),752-756.